Speaker: 

Dr. Christopher Golubski, Faculty, Mathematics

Tarrant County Community College

A significant body of recent research shows that minorities and students of low socioeconomic status are disproportionately below the level of college readiness in mathematics.  On a more positive note, the literature also indicates that the corequisite model brings more success to developmental students in mathematics when compared to the traditional developmental model.  In this presentation, we will discuss specific situations and strategies that make the corequisite classroom more equitable for minority students.  Additionally, we will discuss how teaching through the lens of social justice can help students be more aware of the world around them and add significant relevance to the curriculum.  By teaching in this manner, we believe that students will become more invested in their studies and not only attain personal success but also become more involved in the betterment of their communities.